What really is Blended Learning?

In this article, we will explain the concept of Blended Learning which is one of the main concepts behind E2Language.

A student that took a recent IELTS test asked the question: “is three hours of well-designed teacher-guided online English language learning as effective as thirty hours of teacher-led classroom learning?”[1] This question begs another: is the online learning environment better suited to the teacher-led or the teacher-guided approach?[2] With the shift to new ways of delivering English language test preparation, teaching and learning, are 1 to 1 sessions with an IELTS tutor online more beneficial than taking IELTS classes with a group of 20 or 30 other students?

These questions are very broad, of course. The effectiveness of different teaching and learning approaches is affected by the age, learning objectives and educational background of students. Nevertheless, using high-stakes English language exam preparation (PTE Academic, IELTS, TOEIC, TOEFL and OET) as the focus of this article, we examine how over-reliance on a teacher-centred approach (whether via video or in a classroom) can affect the quality of online learning outcomes.

Teaching and Learning

Teaching and learning is an iterative and dynamic communication process. The idea that teachers teach and that students, hopefully, learn neglects that teaching and learning is a two-way communication loop. This means that the teacher is also learning. Through direct teacher-student interactions, a good teacher will be sensitive to the student’s learning path, speed of knowledge acquisition and the depth of their comprehension. The pace and depth of knowledge transfer is continuously adjusted to achieve better learning outcomes for students.[3]

However, rather than taking a holistic approach as advocated by the teaching and learning literature, in practice, the online education revolution has been heavily weighted towards the student-side of the equation.[4] New technologies have been introduced to incorporate and distribute richer media and materials to students; or to shift basic testing and assessment online. To a great degree, the online education revolution has side stepped the role of the teacher. While student-centred activities have migrated online, new teaching approaches by and large haven’t.

Why is this the case?

Re-Visiting the Old ‘Teacher-Led/Student-Centred’ Debate

For a long time, a classical debate in the field of education is whether teacher-led or student-led learning is more effective? Is knowledge transfer more effective when a teacher stands in front of a classroom explaining and illustrating ideas- a method where students play a more passive role? Or, is the learning process more effective when students a take an active role and greater responsibility for acquiring knowledge at a pace and depth that better suits their individual requirements?[5]

These questions, of course, represent extreme positions on a continuum. Teaching and learning is a social interaction between teachers, individual students and groups of similarly situated students. To the extent that some optimal position exists somewhere in between differs for each and every student. On one hand, if students are not actively engaged in the learning process, they feel disconnected and quickly become bored. Effective knowledge transfer fails. On the other hand, if students are left too much to their own devices, they loose direction, confidence and the motivation to continue to learn.

In the online English language test preparation space, student support is heavily materials focused, not engaging and often completely without guidance. As a result, students quickly become bored and find it extremely difficult to maintain the motivation necessary to complete online test preparation programs. The extremely low retention rates isn’t very different from other more general courses offered online.[6] When left without proper guidance, many students have a tendency to waste time reinforcing skills they have already mastered rather than focusing on weaker skills.

The Internet and Blended Learning

Somewhere between the extremes described above, new technologies, tools and teaching approaches have emerged enabling new ways to find that elusive balance between teacher and student. The journey towards finding that balance has resulted in different concepts surrounding ‘blended learning’ also emerging.

First Generation Blended Learning

The first generation, and still the dominant understanding of what blended learning is, tends to place the teacher in front of a class or audience using a teacher-led approach, in the first instance. To the extent blending does occur, it is weighted heavily to the student side of the equation. The internet is used to provide new ways of distributing and providing access to digital materials not to mention the management of these materials and related media.

The teacher-led function occurs independently of the student-centred activities. Blending exists only to the extent that the new technologies are used to support the teacher-led approach.

New Generation Blended Learning

A more sophisticated concept of blended learning has evolved in recent years focusing on more sophisticated ways to better integrate the teacher side of the equation. With new tools and technologies, more efficient and effective ways of knowledge transfer are possible. At the same time, more sophisticated ways of designing and digitising materials to be more engaging also strengthens the student-centred side of the equation.

Combining the two, technology can be constructive rather than disruptive. A ‘constructive’ digital platform is one that provides benefits to all parties. This can only be achieved with good governance and guidance on the part of the teacher. The student has a role to play in meeting the terms of the student/teacher compact. This side of the bargain is more easily kept if students are engaged by the technology they are expected to interact with.

Seeking the Optimal Blend: Teacher Guided, Student-Led Learning

When more balanced blended learning approach is pursued in curriculum and lesson design, it should seek a more coherent balancing of strategic ‘guidance’ and constructive ‘engagement’. The new technologies can facilitate both provided that curricula is well designed involving a mixture of student informed guidance drawn from diagnostic assessment and face to face interaction as well as highly engaging, interactive, self-supporting teaching materials.

Rather than 30 hours of passive, classroom learning reinforced with un-engaging, static learning materials, studies suggest that 3 hours of 1 on 1 guidance integrated with well-scaffolded and engaging digitally delivered materials can generate as efficient and effective learning outcomes.[7] Further, rather than the one size fits all classroom approach, a more direct two-way interaction between teacher and student allows the teacher to better calibrate the speed and depth of knowledge transfer to individual student needs much better.

Studies show that well designed and scaffolded learning materials provide a more efficient path forward enabling students to self-direct their learning more effectively. The teacher is responsible for ensuring that students stay on that path and assist where weaknesses in understanding are flagged or identified.

Marcelo, IELTS 7.5

Satwik, PTE 90

To say I am elated and super excited would only be an understatement. This score has unblocked lot of things for me in my life.

June, IELTS 7.5

I've done it! Thanks to E2Language, especially Jamal and Mr. Andy. You've made my day. I was so thrilled when I logged on to British Council website to check my result!

Irem, PTE 73

I took the PTE Academic exam and with the help of the lovely team of E2Language I got 73. If you sign up for this great website, take their advice, and practice, I can assure you that you will get your best score.

Roy, PTE 89

It would have been a hurdle without your training materials and webinars. They are so invaluable that I can vouch your tips, strategies and secrets of success to anyone aiming for a high score in PTE-A.

Mi Mi, PTE 73

I just received my score report and I've got my desired score. The best part is I got 90 in speaking. Thank you so much (David) for your guidance and help!

Olga, IELTS 8.5

I needed to change my preparation strategy in order to achieve my desired result. I decided to attend one of the webinars with Jay to see if they really were that helpful as people described them ... and this is where my road to success with E2Language started.

Shailesh, PTE 73

I have had a really great experience, the teachers are very thorough and understand the level and requirement of students. All the techniques and methods are trialled and tested, I got 90 in speaking, because I opted to with these methods, and without a doubt it worked for me. It clearly has opened the doors for me to get the Australian PR. All the best everyone.

Gleb, PTE 79

It's unbelievable but I did it! I passed the exam with the score I need for my immigration purposes!!
Without you guys it wouldn't be possible to achieve such a nice score for PTE - overall 79!! And the most important is that I got 90 in speaking!!

Nischal, PTE 69

I'd really like to thank e2 language for helping me to get my desired score of 65 each. Once again thanks a lot. All the tricks and techniques were really helpful.

Shilpa, PTE 88

My experience with E2Language has been amazing!! The strategies and course material is very helpful and straightforward. I was able to score overall 88 in PTE and credit goes to all the tutors who work hard and keep us motivated. E2Language rocks!! I am moving forward with my immigration process now.

Anil, PTE 80

Just want to share my awesome experience with E2Language, for providing an excellent platform giving incredible teaching methods and guidance. I would totally recommend E2Language for PTE coaching.

Vinay, PTE 86

I needed to score a minimum of 79 in all sections but I was nervous about taking the test without getting help from a coach. I was fortunate to find E2 Language because I was looking for a flexible online class. Their study portal website is fantastic and has quality material. I also had signed up for two 40 minute talks with experts which proved to be a game-changer. Thank you E2 Language for helping me and achieving an overall 86.

Jomon, PTE 77

Thank you so much for all your great advice and support. I am grateful to all in the team. My dream to go Australia now seems more bright!

Padma, IELTS 8.5

E2Language have a good range of instructors and every one of them is a gem. I had the pleasure of working with Sasha, Andy, Chiara & David and thank you to all of you for your wonderful feedback.

Monalisa and Saisrikanth, PTE 80 & 90

After preparing for a month with the help of E2Language, my husband Sai and I, have scored wonderfully in PTE Academic. Without the learning from them, this would not have been possible. The methods and techniques have worked effectively. I would highly encourage anyone who is targeting PTE to sign up with E2Language. Special thanks to Jay for the interactive and interesting tutorials.

Chandrashekar, PTE 87

I was aiming for a 79+ in each section and E2Language helped me achieve more than I had hoped for. Your comments during the tutorials and the weekly mock tests greatly helped me in achieving my goal. I have in fact maxed in 3 sections out of 4 and would like to thank you for your guidance and support!

Manjunath, PTE 90

I would like to thank Jay, Kaia, Colin, David, Jamal, and the other members of E2Language for their continued support, motivation, and guidance.
I could not have achieved this amazing score without their assistance.

Antonio, PTE 76

On my 3rd try I finally nailed the speaking section. For those struggling with speaking like me, I suggest they follow the E2 learning system and practice, practice, practice; especially the techniques in describe image and retell lecture. You don't have to be a native English speaker, just follow the strategy and you will be on the right path!

Shyam, PTE 82

With your guidance and E2Language tips and exercises, I have learned a lot. Not just from the exam perspective but also from the personal perspective, that I have improved a lot in day to day skills of Speaking, Writing, Reading and Listening skills.